I strongly believe that assessment is a tool that fosters a culture of accountability for both students and educators, promotes continuous teaching learning quality improvement and enhances academic performance.  Assessment is a core component of teaching learning as it specifically focuses on evaluating the knowledge, skills, abilities, and progress of students within educational settings. Moreover, it assesses the effectiveness of curriculum design, course objectives, content, delivery, and instructions.  In my perspective, assessment involves the systematic gathering, analysis, and interpretation of information about students' learning and performance. As per my understanding, the aim is to measure their understanding of subject matter, mastery of skills, and overall academic progress.  

I use diverse assessments methods ranging from formal examinations to informal observations and feedback sessions. I always include ongoing formative assessment, in every course design, during the learning process to provide feedback to both students and teachers, allowing for adjustments to instruction. Different methods are used for formative assessment including quizzes, classroom discussions, and peer feedback. Summative assessments are the core element of the student evaluation.  I administer these summative assessments at the end of a learning period to measure students' overall achievement. I use diverse methods including quizzes, scenario-based exam, assignments, and projects. Group activities are a vital component in all the courses I design.  I develop observation checklists for informally assessing students’ behavior, participation, engagement, leadership, professionalism, and integrity.  I use these checklists to track specific skills or behaviors over time. I always include case-study-based assignment or field-based practicum in my courses for providing students opportunities to demonstrate specific skills or apply knowledge in real-world scenarios. The assessment of these assignments is criteria-based clear guidelines that help in evaluating student work. Rubrics are developed for each assignment that outline expectations for performance levels and help ensure consistency in grading.

Assessment data reveal gaps in students' understanding or skills, prompting targeted interventions to address areas of weakness.  As a MHPM program director, I ensure that assessment results are timely provided to students so that so that they can identify their weak areas and have ample time to overcome those.  Simultaneously, I also ensure that the program facilitates students’ learning and supports them in strengthening their weak areas by providing them additional reading material, and organizing refresher sessions and tutorials.  I use the results of these diverse assessments for getting valuable insights into students' strengths, weaknesses, and learning needs.  Regular assessments allow me to track students' progress over time, identifying areas where additional support or enrichment may be needed.

As the MHPM program director, I ensure that every assessment has a rubric and the assessment guidelines are introduced before the initiation of the courses.  I use the assessment results in tailoring the program curriculum to meet student requirements. Assessments help me to gauge the effectiveness of objectives, content, delivery, and instructional strategies of courses and provide guidance for improvement. I encourage course directors to use the assessment results for improving the quality of the next course through modifying the course objectives, content, pedagogies, and instructions.

As ‘Master of Health Policy and Management’ program lead, I introduced session evaluation form to assess the effectiveness of the session and the development needs of the faculty.